I don't get the Montessori cult

[Anonymous]

I read the below and I'm like "what?" what does is actually mean in the classroom?

------------------------------------------------------------------------------------------------
I feel like this is actually a pretty fair description of Montessori, so I'll take a hack at what that looks like in the classroom (at least in my kids' classrooms)

What is the Montessori Method of Education

This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on two important developmental needs of children:

The need for freedom within limits "Freedom with responsibility" is the phrase you often hear at my kids' school. They are allowed a lot more choice and movement than at most schools. For example, The primary kids (ages 3 - 5), go to the bathroom, get water, eat snack, and meet their other basic needs at will on their own, rather than at "snack time" and "bathroom time" or whatever like in a more traditional school setting. On the other hand, there are specific rules and limits in place to make sure those things are safe for the kids and that they are respectful. ie, the snack table is set up for two or four kids. So if that number of kids are already at the table, you have to wait until they are finished. If you spill water all over the tray and start splashing in it with your friend, you won't be allowed free access to the water for a day or two. (Not that my 5 year old would know anything about that...) The older kids have even more freedom to chose their work and monitor their own behavior. The upper elementary kids (4th through 6th grade) can go and come from the library at will, check the books out themselves, etc. Obviously this isn't the totality of it, but just some examples of the freedom kids get and the limits associated.

A carefully prepared environment which guarantees exposure to materials and experiences. Most Montessori classrooms look very similar. Not overly busy, not a ton of stuff crowding the walls (ideally lots of windows and natural light, but that obviously ends up just being a fascilities issue.) The teachers don't have a million books out at once - just a handful (depending on class size) of carefully chosen books that rotate frequently. This means the kids will read the books available, and get exposure to whatever it is the teacher is aiming for at this point in the school year. Their are enough materials on the shelves to intice kids and give them lots of options, but not so many as to be overwhelming. And all the "carefully prepared" material are "good" choices. So that you know a child is working on something meaningful (and yes, dusting and polishing are VERY meaningful for a 3 year old, on a number of levels.) there's no "junk" material around. Everything in the classroom is part of the overall education of the child or necessary for the peaceful functioning of the classroom.

Through these developmental needs, the child develops intelligence as well as physical and psychological abilities. The Montessori method of education is designed to take full advantage of the childrens desire to learn and their unique ability to develop their own capabilities. Children need adults to expose them to the possibilities of their lives, but the children must determine their response to all the possibilities.
I think this part is pretty self explanatory, but the fundamental idea of Montessori is that the CHILD must learn, and that each child needs different things at different times. It's not about the teacher dictating that today is "A day" and all the kids learn the letter A. Instead, the kids will work on the sandpaper letters and movable alphabet individually when ready. As our director said, she's "a guide on the side, rather than a safe on the stage."


The main premises of Montessori education are:

Children are to be respected as different from adults and as individuals who differ from each other. There's no expectation that all 4 year olds learn the same thing at the same time. Each child is given lessons individually when they are ready for them. Likewise, the classroom is set up FOR the children. Everything is child sized and everything is there to make the kids able to be functional and independent. It's perfectly OK for a kid to take 10 minutes to take off their coat and hang it up in a montessori preschool classroom. The kid is doing it himself, unlike in a more traditional classroom, where the coats need to get hungup quickly to move on to story time or whatever.
Children possess an unusual sensitivity and intellectual ability to absorb and learn from their environment that are unlike those of the adult both in quality and capacity. Again, this is pretty self explanatory to any parent. Little kids are AMAZING at picking things up without being explicitly taught. How many times have you thought "wow - where did he learn that?" In a "prepared environment" everything around them is intended to help them keep absorbing and learning as quickly as their little minds can handle it.
The most important years of childrens growth are the first six years of life when unconscious learning is gradually brought to the conscious level. Sort of a "learn to love learning" idea here. they move from just absorbing the environment (above) to realize that they are learning something and getting excited about it.

Children have a deep love and need for purposeful work. They work, however, not as an adult for the completion of a job, but the sake of an activity itself. It is this activity which enables them to accomplish their most important goal: the development of their individual selves – their mental, physical and psychological powers. Supposedly, in the original Montessori classrooms, Maria had a play kitchen. But she noticed that the kids always wanted to help her in the real kitchen instead. Likewise at home, would your child rather pretend to make cookies, or really truly make cookies? Kids want to do real things. Montessori schools actually let them do that. They are responsible for the upkeep of their classroom, feeding the fish, setting out supplies, etc. (yes, even in the toddler classroom!) They learn that they are valuable and competent members of a community. A great example in how kids view activities differently (this was in one MOntessori book I read, can't remember which one): Think about a ditch digger. Some adult who has to dig a trench in the sand. If oyu offered to do it for him, he'd be thrilled, right? However, if you offered to take over digging a moat for a sandcastle from a 4 year old, the kid would be horrified. They aren't digging in the sand with the purpose of finishing a moat. They are digging in the sand because that's what 4 year olds want to do.




Hope this helps!

[Anonymous]

Amazing explanation. Thank you so much for posting that PP

[Anonymous]

We moved our 4YO DD from a regular pre-school based program into Montessori. I had a feeling that the focus on independence and self-directed learning would appeal to her. Also, the "purposeful" work aspect. She is really flourishing there and seems to love it. When I picked her up from school before the change she couldn't wait to leave. Now I have a hard time pulling her away from whatever project she is working on.

I'm not sure our DS would have done so well in Montessori since he has a very different personality. But maybe it would have been good for him. He is in 1st grade now and has some self-control issues.

I don't think DD's Montessori program is as strict as the one OP describes. If it were, we might not be happy there either.

Good luck OP. These are really tough decisions, but I agree with others. You should go with your gut.

[Anonymous]

Anonymous wrote:3 year old DD is in a private Montessori this year. The convenience can't be beat--it's near our house and near her older brother's elementary. But try as we might, we just don't GET the Montessori cult/fixation. The school is just weird, the teachers distant but pleasant at best, and downright cold and controlling at worst. We're not allowed in her classroom, and we feel incredibly awkward every time we go in, lest we violate one of the many "rules." The place is eerily silent: I've never been in a preschool that is so bizarrely quiet. I know that is part of the Montessori schtick, but it just seems so joyless and Stepford-like. I have so sense whatsoever that she is having any fun--with all the "practical life" stuff it seems like all she gets to do is drudgery. (Fold laundry! Pour water! Clean stuff!)

Should we just pull her and find a new program since we're clearly not a Montessori family? The other hitch is that they hold two months of tuition in advance, so we could be out big bucks. How big a deal is it two switch a kid at this age and stage of the year?

It doesn't sound as though you've done much reading, if any, about the Montessori method. Try reading a book or two about it so that you actually understand what is going on and what your DD is doing every day. (E.g. the purpose of the practical life work). It is far from "joyless." A good primer is "How to Raise an Amazing Child."

[Anonymous]

Anonymous wrote:We have twins and one (B) is currently in the Montessori pre-school that we want both to be in. However, the other twin (A) is not potty-trained, a requirement for the Montessory pre-school. Twin A is in a daycare/pre-school center near our home until potty-trained. Twin A is excitable, unfocused, has weaker verbal skills and hits to get attention doesn't follow directions as well. Twin B used to be this way from their prior daycare, but has started to be calmer, more focused, has advanced his verbal skills more since switching schools and is learning different ways to vent that don't include hitting. This has been over the course of 10 weeks since switching from their prior daycare and the main difference between the two has been the schools. There was much more similarity of level and behavior prior to the shift.

We have taken Twin A to the "Show off your classroom" night where Twin B got to show us around the classroom, and show us the various projects worked on during the day. Twin A loved it and talked about it for a week and definitely wants to go. We've been using that as a springboard to encourage Twin A that if potty-trained, will join Twin B at the Montessori school. We've made some small strides in the last week and a half since then.

As for what is Montessori? In our school, the room is set up with a large open carpet in the middle, with several children's desk/tables on two sides. Then along the walls are sections of various subjects (Nature, Math, Spacial Relationships, Letters/Spelling, etc). In each section are bookcases that have several dozen projects that have some lesson to them. Each student goes to a basket and takes a carpet mat that they spread out on the floor or a table space (larger ones for the floor, smaller ones for the tables). Then each student can select a project to work on from anywhere in the room. The teacher and assistant in each room go around from student to student and they talk about the various projects and help the student figure out what the goal of the project is and help them perform the task.

For example, for spacial relationships, there is a long wooden block that has various cut cylinders. The cylinders are different diameters and different heights, but they go in order from smallest to largest. The students take out the cylinders (each has a knob handle on the top) and shuffle them up and have to put them back into the block. In letters, one of the projects is a basket of things that begin with the same letter. The students have to name each object and then associate the objects with the letter. For older, more advanced student they have baskets with items for 3 different letters and a card with the letters. They have to sort the basket with the items for each letter. they also have the option to take a sheet of paper, a colored pencil and a letter guide and they have to learn to draw the letter on the paper. And many more.

One of the ideas behind the Montessori method is that each child selects the project/lesson to learn and is likely to be more interested in learning when they can select what they want vs when there is a set curriculum that is dictated to them. We have certainly found that with Twin B there is more of an interest in learning than from daycare before.

this is a very helpful post. thanks.

[Anonymous]

Anonymous wrote:"Spatial relationships" is the SENSORIAL area of the Montessori classroom. The activity you described is called "knobbed cylinders."

Thank you. We're still pretty new to the Montessori system and now that you mention the correct terms, I recognize them, but couldn't come up with them on my own. The key is that we like it and have found it helpful for our young pre-schoolers. We'll learn more as time goes by and once we get our other twin into the system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We have twins and one (B) is currently in the Montessori pre-school that we want both to be in. However, the other twin (A) is not potty-trained, a requirement for the Montessory pre-school. Twin A is in a daycare/pre-school center near our home until potty-trained. Twin A is excitable, unfocused, has weaker verbal skills and hits to get attention doesn't follow directions as well. Twin B used to be this way from their prior daycare, but has started to be calmer, more focused, has advanced his verbal skills more since switching schools and is learning different ways to vent that don't include hitting. This has been over the course of 10 weeks since switching from their prior daycare and the main difference between the two has been the schools. There was much more similarity of level and behavior prior to the shift.

We have taken Twin A to the "Show off your classroom" night where Twin B got to show us around the classroom, and show us the various projects worked on during the day. Twin A loved it and talked about it for a week and definitely wants to go. We've been using that as a springboard to encourage Twin A that if potty-trained, will join Twin B at the Montessori school. We've made some small strides in the last week and a half since then.

As for what is Montessori? In our school, the room is set up with a large open carpet in the middle, with several children's desk/tables on two sides. Then along the walls are sections of various subjects (Nature, Math, Spacial Relationships, Letters/Spelling, etc). In each section are bookcases that have several dozen projects that have some lesson to them. Each student goes to a basket and takes a carpet mat that they spread out on the floor or a table space (larger ones for the floor, smaller ones for the tables). Then each student can select a project to work on from anywhere in the room. The teacher and assistant in each room go around from student to student and they talk about the various projects and help the student figure out what the goal of the project is and help them perform the task.

For example, for spacial relationships, there is a long wooden block that has various cut cylinders. The cylinders are different diameters and different heights, but they go in order from smallest to largest. The students take out the cylinders (each has a knob handle on the top) and shuffle them up and have to put them back into the block. In letters, one of the projects is a basket of things that begin with the same letter. The students have to name each object and then associate the objects with the letter. For older, more advanced student they have baskets with items for 3 different letters and a card with the letters. They have to sort the basket with the items for each letter. they also have the option to take a sheet of paper, a colored pencil and a letter guide and they have to learn to draw the letter on the paper. And many more.

One of the ideas behind the Montessori method is that each child selects the project/lesson to learn and is likely to be more interested in learning when they can select what they want vs when there is a set curriculum that is dictated to them. We have certainly found that with Twin B there is more of an interest in learning than from daycare before.

this is a very helpful post. thanks.

You're welcome. After several of the negative comments from earlier in the thread, I thought our perspective with one child in and one child not in Montessori would help.

[Anonymous]

Anonymous wrote:

Anonymous wrote:cont. My class, meanwhile, was loud and messy. One group painted at the easel every day. We sang and sang phonics songs, etc.

I would choose the neat classroom every time!

I would not. I like easy going preschool teachers and prefer a little chaos in a classroom.

[Anonymous]

Anonymous wrote:This is ironic as Maria Montessori initially started the program for poor learning disabled kids in Italy.

My thoughts exactly

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is ironic as Maria Montessori initially started the program for poor learning disabled kids in Italy.

My thoughts exactly

The difference is she was specifically trying to cater to them and now schools are wanting large classrooms, high tuition and maximizing profit. I can't imagine her vision was what it fully is today at some of the schools I looked at. And, there were very few to no special needs kids when I looked. Most I called were very discouraging and a few said no outright in fear of behavioral problems, which we don't have. Hopefully there are programs out there to keep with her mission, but none by us.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have twins and one (B) is currently in the Montessori pre-school that we want both to be in. However, the other twin (A) is not potty-trained, a requirement for the Montessory pre-school. Twin A is in a daycare/pre-school center near our home until potty-trained. Twin A is excitable, unfocused, has weaker verbal skills and hits to get attention doesn't follow directions as well. Twin B used to be this way from their prior daycare, but has started to be calmer, more focused, has advanced his verbal skills more since switching schools and is learning different ways to vent that don't include hitting. This has been over the course of 10 weeks since switching from their prior daycare and the main difference between the two has been the schools. There was much more similarity of level and behavior prior to the shift.

We have taken Twin A to the "Show off your classroom" night where Twin B got to show us around the classroom, and show us the various projects worked on during the day. Twin A loved it and talked about it for a week and definitely wants to go. We've been using that as a springboard to encourage Twin A that if potty-trained, will join Twin B at the Montessori school. We've made some small strides in the last week and a half since then.

As for what is Montessori? In our school, the room is set up with a large open carpet in the middle, with several children's desk/tables on two sides. Then along the walls are sections of various subjects (Nature, Math, Spacial Relationships, Letters/Spelling, etc). In each section are bookcases that have several dozen projects that have some lesson to them. Each student goes to a basket and takes a carpet mat that they spread out on the floor or a table space (larger ones for the floor, smaller ones for the tables). Then each student can select a project to work on from anywhere in the room. The teacher and assistant in each room go around from student to student and they talk about the various projects and help the student figure out what the goal of the project is and help them perform the task.

For example, for spacial relationships, there is a long wooden block that has various cut cylinders. The cylinders are different diameters and different heights, but they go in order from smallest to largest. The students take out the cylinders (each has a knob handle on the top) and shuffle them up and have to put them back into the block. In letters, one of the projects is a basket of things that begin with the same letter. The students have to name each object and then associate the objects with the letter. For older, more advanced student they have baskets with items for 3 different letters and a card with the letters. They have to sort the basket with the items for each letter. they also have the option to take a sheet of paper, a colored pencil and a letter guide and they have to learn to draw the letter on the paper. And many more.

One of the ideas behind the Montessori method is that each child selects the project/lesson to learn and is likely to be more interested in learning when they can select what they want vs when there is a set curriculum that is dictated to them. We have certainly found that with Twin B there is more of an interest in learning than from daycare before.

this is a very helpful post. thanks.

You're welcome. After several of the negative comments from earlier in the thread, I thought our perspective with one child in and one child not in Montessori would help.

Yes, but from the get go you already are leaning toward the Montessori school and are even bribing your twin to be potty trained to get there. Doesn't sound like they're equally good schools or that you have the same respect for both. There are actually just as good if not better play based preschools out there. Your play based preschool seems to just be a filler till you put them in the preschool you've done a lot of research on.

[Anonymous]

Our very smart but not shy boy was kicked out within a month by a well known Montessori. He has since thrived in a more traditional private school. They told us to screen him for special needs. He has none as far as we know now two years later.

[Anonymous]

Anonymous wrote:
Yes, but from the get go you already are leaning toward the Montessori school and are even bribing your twin to be potty trained to get there. Doesn't sound like they're equally good schools or that you have the same respect for both. There are actually just as good if not better play based preschools out there. Your play based preschool seems to just be a filler till you put them in the preschool you've done a lot of research on.

Twin dad PP back. I don't think we're overly biased towards Montessori. From 3 months to 2.9 years, we had them in a large play-based daycare center, which we loved. Excellent facility. However around 2.3 years, the former director left the facility. There were a few months of interim directors and finally a new director came on board. However, she did not run things as well and suddenly a school with low staff turnover had high staff turnover. There were repeated complaints from parents and they had to initiate monthly parent meetings for the parents to come in and discuss current issues with the director and regional director of the facility. We were looking for the best option as an alternative and the Montessori pre-school was our second best option. Another play-based facility was our first option, but we're on the waiting list and unlikely to get one let alone two spots for at least a year.

Yes, I consider the Montessori pre-school to be a better choice for our children than the daycare that we have Twin A in, but I do not inherently think that Montessori schools are superior to play-based schools. However, even in our previous daycare which we loved, we did notice that in play-based care, you occasionally have a lowest common denominator effect. When one child hits, it often trickles through the group as the teachers are not always able to be there 100% of the time in group play. With 12 children to 2 teachers, the teachers often miss some group play when the group is spread out in several clusters of 3-4 children. With decreased group interaction in the Montessori school, there are often fewer opportunities for some types of learned behavior. Additionally, our Montessori has three classrooms of mixed ages, so that the 3 year olds are mixed in with the 4, 5 and 6 year olds. It seems to break up some of the age-related issues of the younger crowd. This is where I think a lot of the discrepency in the twins behavior comes from.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Taught years ago with a K teacher who had a Montessori classroom. Nothing on the bulletin boards. NO decorations in the class and it was super quiet.


I have no direct experience with montessori instruction, but I definitely prefer the calm feeling of the clsssrooms over the crazy overstimulation and disorder I have seen in many regular preschools. Kids do not need to be constantly having their senses assaulted.

Understandable to a point. When you have students who have very poor language skills you need a little noise.

It is generally not recommended for speech delayed kids. And, they don't want kids with delays. (well, one we found was supportive but several we looked at were not). I like calm and structured but there needs to be a balance.

Montessori teachers are not trained to work with special needs. Some might be willing to go outside their training, but many will not. In my experience, the more rigorously the school adheres to Montessori certification, the more problems it has with kids with SN or LDs.

And all speech delays are equal.

Give me a break! My DS has speech issues and his Montessori school and teachers bend over backwards to work with his speech therapist to help with his issues, and go to IEP meetings to help devise a plan for him. The Montessori kids I know are very articulate and well spoken.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Yes, but from the get go you already are leaning toward the Montessori school and are even bribing your twin to be potty trained to get there. Doesn't sound like they're equally good schools or that you have the same respect for both. There are actually just as good if not better play based preschools out there. Your play based preschool seems to just be a filler till you put them in the preschool you've done a lot of research on.

Twin dad PP back. I don't think we're overly biased towards Montessori. From 3 months to 2.9 years, we had them in a large play-based daycare center, which we loved. Excellent facility. However around 2.3 years, the former director left the facility. There were a few months of interim directors and finally a new director came on board. However, she did not run things as well and suddenly a school with low staff turnover had high staff turnover. There were repeated complaints from parents and they had to initiate monthly parent meetings for the parents to come in and discuss current issues with the director and regional director of the facility. We were looking for the best option as an alternative and the Montessori pre-school was our second best option. Another play-based facility was our first option, but we're on the waiting list and unlikely to get one let alone two spots for at least a year.

Yes, I consider the Montessori pre-school to be a better choice for our children than the daycare that we have Twin A in, but I do not inherently think that Montessori schools are superior to play-based schools. However, even in our previous daycare which we loved, we did notice that in play-based care, you occasionally have a lowest common denominator effect. When one child hits, it often trickles through the group as the teachers are not always able to be there 100% of the time in group play. With 12 children to 2 teachers, the teachers often miss some group play when the group is spread out in several clusters of 3-4 children. With decreased group interaction in the Montessori school, there are often fewer opportunities for some types of learned behavior. Additionally, our Montessori has three classrooms of mixed ages, so that the 3 year olds are mixed in with the 4, 5 and 6 year olds. It seems to break up some of the age-related issues of the younger crowd. This is where I think a lot of the discrepency in the twins behavior comes from.

You think 12 children to 2 teachers is somehow more chaotic than 26 children to 2 teachers in Montessori? I doubt it. Your children were younger and were in a daycare environment that apparently has been spiraling out of control due to management. Not really the same comparison as the Montessori you now really like verses the great play-based preschool that has a waiting list. At our play-based preschool no one has hit since age 2.